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“A celebration of the tremendous strides made towards the achievement of a multiprofessional early years workforce, and a challenge to those responsible for training the next generation of professionals… Students and trainers, policy makers and practitioners have a duty to be knowledgeable, to be able to reflect on their beliefs and practice and to articulate concerns, share their views, convey their enthusiasm and act as advocates for young children. This book will help them do just that.”Lesley Abbott OBE, Mancester Metropolitan University Early Childhood Studies critically engages the reader in issues that relate to young children and their lives from a multiprofessional perspective. Whilst offering a theoretically rigorous treatment of issues relating to early childhood studies, the book also provides practical discussion of strategies that could inform multiprofessional practice. It draws upon case studies to help the reader make practical sense of theoretical ideas and develop a critical and reflective attitude. Hard and pressing questions are asked so that beliefs, ideas, views and assumptions about notions of the child and childhood are constantly critiqued and reframed for the post-modern world. The first part of the book explores the early years, power and politics by looking at child rights, the politics of play, families, and working with parents and carers. The second part explores facts and fantasies about childhood experiences, such as anti-discriminatory practice, the law, child protection, and health issues. The final section encourages the reader to explore what childhood means from historical, ideological and cultural perspectives, and looks at how popular assumptions arise. This is a key critical text for early childhood students, academics and researchers, as well as practitioners who want to develop their reflective practice.
This book examines four main areas of music in early childhood: the traditions of music for young children, their capacities for music, the way they make music with others, and constructed and mediated musical childhoods. It studies several themes in detail, including music making in the home and family life, various musical experiences in schools, day cares, and the community at large in several locations around the globe. It looks at technology and diverse musical repertoires, as well as innovative pedagogies, children’s agency, and brain research. Expanding on the knowledge bases on which early childhood music education typically draws, the book brings together contributions from a range of authors from diverse fields such as education, psychology, sociology, cultural studies, anthropology, philosophy, ethnomusicology, and the neurosciences. The end result is a volume that offers a broad and contemporary picture of music in early childhood.
This volume employs a multidisciplinary approach to research on a high-profile topic very much on the agenda of state and national policy leaders: early childhood development and education. It aims to reflect how scholarly perspectives shape the contours of knowledge generation, and to illuminate the gaps that prevent productive interchange among scholars who value equity in the opportunities available to young children, their families, and teachers/caregivers. The editors and authors identify and prioritize critical research areas; assess the state of the field in terms of promising research designs and methodologies; and identify capacity-building needs and potential cross-group collaborations.
This book explores the important role of parents and the extended family in the lives of babies and young children. It complements and extends the DfES Birth to Three Matters framework, which supports practitioners in working with children aged birth to three, and builds on the information provided in the companion book Birth to Three Matters: Supporting the Framework of Effective Practice (Open University Press, 2004). Written by academics, practitioners and policy makers interested or involved in the development of the Birth to Three Matters framework, this book argues that parent engagement is essential for developing partnerships within communities in order to give children the best start in life, and shows how this can be achieved. The book: Discusses ways in which services may be developed to involve parents more fully in the care and education of babies and young children Looks at the powerful role of parents and grandparents in the lives of children Considers how skilled practitioners can manage relationships to provide support for both parents and children at difficult times Explores the ways in which parents can be helped to fulfil their own needs at the same time as meeting their children’s needs Includes discussion of families whose children have special needs or disabilities Parents Matter is essential reading for early years professionals and students on courses in Early Education, as well as policy makers, professional development trainers, local authority trainers, social workers and health visitors who work with very young children.
Make learning visible in the early years Early childhood is a uniquely sensitive time, when young learners are rapidly developing across multiple domains, including language and literacy, mathematics, and motor skills. Knowing which teaching strategies work best and when can have a significant impact on a child’s development and future success. Visible Learning in Early Childhood investigates the critical years between ages 3 and 6 and, backed by evidence from the Visible Learning® research, explores seven core strategies for learning success: working together as evaluators, setting high expectations, measuring learning with explicit success criteria, establishing developmentally appropriate levels of learning, viewing mistakes as opportunities, continually seeking feedback, and balancing surface, deep, and transfer learning. The authors unpack the symbiotic relationship between these seven tenets through Authentic examples of diverse learners and settings Voices of master teachers from the US, UK, and Australia Multiple assessment and differentiation strategies Multidisciplinary approaches depicting mathematics, literacy, art and music, social-emotional learning, and more Using the Visible Learning research, teachers partner with children to encourage high expectations, developmentally appropriate practices, the right level of challenge, and a focus on explicit success criteria. Get started today and watch your young learners thrive!
The book recognises the main principles that underpin effective safeguarding practices and explores the application of a range of key tools that will facilitate a sense of empowerment for practitioners dealing with safeguarding issues. The authors emphasize the importance of preventative interventions as a positive means of impacting on the lives of children and their families. They do this through such processes as the Common Assessment Framework, as well as maintaining the need within the system for responses to be made to urgent concerns that are closely related to safeguarding and child protection processes. With practical case studies throughout, the book helps you: Understand what your responsibilities are Decide what appropriate action should be taken Develop a means of coping with this sensitive area Make sense of current policies and procedures This book is essential reading for all early years students and professionals who wish to explore and rehearse various safeguarding situations in preparation for practice.
"The experiences of the families rang true throughout. I have experienced many of these personally. ...It made me think differently about my personal experience as a parent of a child with cancer and my son's current social experiences." Macmillan Cancer Support This book offers a radical critique of existing psychosocial research on children’s experiences of cancer and proposes an alternative view informed by recent interpretive perspectives. Exploring topics from obtaining a diagnosis of childhood cancer through to sharing decision-making and communication, it reviews a wide-ranging body of research and theory on childhood, chronic illness, and cancer. The book also examines research that has focused on how parents and other family members experience childhood illness. Written by a sociologist, a psychologist and a practising paediatric oncologist, this book is unique in its approach and provides key reading across traditional disciplinary boundaries. In particular, the book highlights the emerging contribution of interpretive work to understanding chronic childhood illness and further develops the dialogue that has only recently emerged between the sociology of illness and the sociology of childhood. Rethinking Experiences of Childhood Cancer is aimed at researchers, students and practitioners in the fields of social science, childhood studies, nursing, medicine, mental health care, social work, clinical psychology and other professions allied to medicine, and will also be of interest to families who have been affected by childhood cancer.
This major text for Education Studies students provides a critical account of key issues in education today. The text features: A critical analysis of key issues in Education Studies to encourage students’ thinking about education in the broadest terms Themed sections with introductions to link the issues discussed in each chapter Use of specific examples of educational diversity to illustrate how concerns such as ethnicity, gender and class operate in educational institutions An examination of educational issues as they relate to other phases of educational provision, such as home schooling and universities Education Studies: Issues and Critical Perspectives is an essential text for Education Studies students. It is also of value to students on QTS courses and students and professionals in areas such as sociology, childhood studies, community studies and education policy.
What are the features of successful multiprofessional work? How can schools, local authorities and individual fieldworkers work effectively to achieve the best possible outcomes for the children and families with whom they are working? How can the Every Child Matters policy agenda be implemented successfully? This book examines a series of case studies of multiprofessional work, in order to understand what works and why. In the successful case studies, the fieldworkers were able to reflect on the organisational contexts in which they were operating. This was achieved through a carefully managed series of feedback loops, which ensured that good quality information was shared at all levels. With an effective communication system in place they could resolve difficulties and evolve new ways of working together to improve their joint practice. The book draws on complexity theory to provide the analytical tools for exploring and developing the communication systems that underpin effective multiprofessional practice. Both accessible and practical, it argues that the effectiveness of work with children, young people and their families is crucially dependent on the quality of their relationships with fieldworkers - communication is key. Multiprofessional Communication is important reading for students on courses with a focus on multiprofessional working, as well as practitioners and policy makers in Education, Health and Social Care.
This book takes a multi-agency approach to domestic violence and looks at a large range of issues that impact on those working in the health and social care field. It begins with identification of situations where abuse may occur, including intimate partner violence, child and adolescent abuse, same-sex violence, and elderly abuse. The book considers the commonalities for survivors of abuse - such as the right to feel safe and protected from violence - and evaluates how health and social care professionals can work towards a positive outcome for all of the individuals involved. The book is divided into four parts, Recognition, Reaction, Involvement and Outcome and includes chapters on: Sexual Coercion and Domestic Violence Abuse and the Elderly Treatment and Alcohol Multi-Disciplinary Working Relationship Conflict and Abuse Outcomes Domestic Violence is a key reference resource for students and professionals across a wide range of health and social care occupations. Contributors: Georgia Anetzberger, Michael Kimmel, Jacquelyn C. Campbell, Adrian Sutton, Poco Kernsmith, T Shackelford, Aaron T. Goetz, Marianne R. Yoshioka, Karel Kurst-Swanger, Julie Schumacher, Jay Peters, Dana DeHart, Iona Heath, Albert R. Roberts, Anne Cools, Melanie Shepard, Patricia O'Campo, Ajitha Cyriac, Farah Ahmed, Richard E. Heyman, Iona Heath, Chris Murphy, Beth Mattingly, Laura Dugan, Katherine van Wormer.